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Growth Modeling

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This paper first provides an overview of value-added modeling (VAM), including definitions and descriptions of three general types of value-added models. The paper then summarizes the rationales for and against incorporating VAM into an accountability framework. Finally, we provide a recommendation that VAM estimates be used in conjunction with other measures to form a composite.

Using historical state data, this report evaluates nine different methods of aligning performance standards and discusses the effects of selecting different methods as well as the potential implications for interpretations of student progress and school success.

This simulation study examined the performance of the curve-of-factors model (COFM) when autocorrelation and grwth processes were present in the first-level factor sturcture. In addition to the standard curve-of-factors growth model, two new models were examined: one COFM that included a first-order autoagressive atuocorrelation parameter, and a second model that included first-order autoregressive and voving average autocorrelation parameters.

Learning progressions describe in words and examples what it means to move over time toward more expert understanding. This bulletin discusses research, assessment development, and the Pearson Foundation support for ongoing efforts relating to learning progressions.

Summary: After Secretary Spellings announced the United States Department of Education (USDE) growth pilot program in 2005, nine states have been approved to use student growth in their calculations of Adequate Yearly Progress (AYP):